فصلنامه پژوهش در نظام های آموزشی
پیاپی 40 (بهار 1397)

The purpose of this study is to determine the effect of cognitive training on working memory and sustain attention of children with anxiety. A pseudo-experimental study was performed among students aged 8 to 9 years old and selection was based on research criteria by two-stage sampling. In the first step, using cluster sampling, 358 students were selected and anxiety test was performed on them, which 137 students with high anxiety were selected. In the second stage, 76 students were selected according to the entry criteria, and Raven''s intelligence test was used to match the intelligence of subjects; finally, 44 students were selected as a sample of study and were randomly placed in two experimental and control groups and at the end, the data of 36 subjects were analyzed. In order to match the participants, Raven''s intelligence test (Rayon et al., 1993) and Reynolds and Richmond''s (1987) Manifest Anxiety were used and the research tools were, Kirchner''s N-back Memory Test (1985), concentration & diffuse attention test of (Khodadadi, Yazdi and Amani, 1393). At the beginning, a pre-test of working memory and precise, focused and scattered execution was performed for all participants. Then, the test group received 10 sessions of 45-minutes training in 5 weeks and at the end, both groups completed the post-test.The multivariate covariance analysis was used to test the hypotheses in the study and the analysis of the result indicates the effect of cognitive training on the improvement of accuracy and concentration of working memory.

The purpose of this study was to determine the effect of interpersonal communication skills training on aggression and impulsive behaviors among third grade high school girls in district 7 of Karaj. Accordingly, 30 female students of the third grade of high school were randomly selected from the girl's high school in the 7th district of Karaj, and divided into two groups of 15 experimental and control groups. In order to measure aggression, student's behavioral behaviors were assessed from the skills questionnaire Matson's Social (1983). The validity of this questionnaire has been approved by experts. Reliability of the questionnaire was calculated based on Cronbach's alpha coefficient of 0.86. The experimental intervention (interpersonal communication skills training) was conducted on the experimental group for 7 sessions, 2 hours. After completing the educational program, both posttest and follow-up tests (one month after the post-test) were performed. The results of data analysis showed a positive and significant effect on interpersonal communication skills training on aggression, impulsive behaviors of the experimental group in post test and follow up (P> 0.05)

Extensive evidence demonstrates that dominating Positivism Approach in educational environments prepares the background of passivity for learners and fall of vitality and dynamism. The present research, comprehending the necessity of benchmarking the new educational approaches, aims to study the effect of participatory teaching on elementary school students. Therefore, the Quasi-Experimental Research Method with pre-test and post-test on intact groups. The statistical population includes the 24 girl students of fourth grade of elementary school of Tehran School Dist.1 during school year 2016 – 2017, separated in two experimental and control groups and two-stage cluster sampling was used. Applied devices to gather data is Group Environment Questionnaire (Carron et al, 1985). Covariance Analysis shows that participatory teaching has a significant effect on group cohesion of elementary school student. Generally using the participatory teaching capacity may provide an appropriate field for formation and dynamics strengthening and promoting the culture of team working among students of the elementary school.

academic achievement has been of great importance for theorists, and educational researchers. Smart schools are among the environments which have necessary potentials for achieving such an aim. Nevertheless, academic performance is affected by various variables.

the general aim of the was to develop a model for predicting academic performance based on emotional intelligence, problem solving skills and achievement motivation in students of smart and ordinary schools. the research method was correlational with a prediction type. The population included all the secondary school students of Tehran, among which 583 students were selected for the study sample through multi-stage cluster sampling method. For gathering the data, Hermans achievement motivation questionnaireSocial Problem Solving Inventory-Revised Short Form (SPS-R: SF), Learning Strategies Questionnaire (Karami, 2002), Bar-On Emotional Quotient Inventory (2000) and Academic Performance Questionnaire of Dortaj were used. findings suggested that the direct and indirect effect of emotional intelligence and achievement motivation on academic performance of students of smart schools is significantly higher than its effect on academic performance of students of ordinary schools. No significant difference was observed between the direct and indirect effect of problem solving skills on academic performance of students of smart and ordinary schools. using smart and up-to-date technology, in one hand, leads to improvement teaching-learning in teachers and students, and in another hand, teachers and students can enhance their scientific level and help the development of the country through optimum use of smart technology.

The study purpose was to determine the mediator role of task value in the relation between self-efficacy and attitude towards mathematics. This research is applied in a descriptive-correlational method. The study sample consisted of 380 public high school students from four high schools in Kerman selected by the random multistage cluster sampling method. To collect the data, the Math Self-efficacy Scale (Usher & Pajares, 2009), the Task Value Scale (Pintrich et al., 1991), and the attitude toward mathematics scale (Lim & Chapman, 2013) were used. Path analysis results showed that self-efficacy had direct (0.63) and indirect (0.12) effects on the attitude toward mathematics. Additionally, the direct effect of task value on attitude toward mathematics (66/0), and its mediating role in the relationship between self-efficacy and attitude toward mathematics were significant (0.19). In short, these variables explained 0.48% of the variance of attitude toward mathematics. The study findings indicated the importance of self-efficacy and task value in student's attitude toward mathematics.

The purpose of this study was to investigate the experiences of students with academic procrastination. The methodology of this research was qualitative and phenomenological type. Semi-structured interviews were conducted with 11 students of the fourth grade of high school in Marivan city who were selected purposefully in the academic year of 1995-96. Recorded interviews were recorded in written form and analyzed in a seven-stage Colaizzi sampling. An analysis of the lived experiences of students has led to the identification, categorization and extraction of the main categories of "academic procrastination etiology", "outcomes" and "strategies", and also from the main categories mentioned, sub categories of intrapersonal etiology including lack of Time management skills, perfectionism and absolute thinking, negative thoughts and fear of failure, lack of interest in the educational subjects and peripheral and interpersonal etiology including friends without plan and motivation, lack of successful prototypes, as well as emotional, psychological, educational, and behavioral-cognitive outcomes and individual-social strategies were extracted as the main categories of consequences and solutions. The findings of this study provided a clear picture of the causes of academic procrastination, outcomes, and problem solving strategies.

The current research was aimed to recognize learning outcomes of the educational administration, in the master level. The research method was qualitative and the semi - structured detective interviews were applied in order to data gathering. After review of the academic and research based backgrounds of faculty members in the field of educational administration, 25 faculty members were selected through purposive sampling, sampling method consistent. These faculty members were from psychology and educational science faculties of Tehran city (include: universities of Tehran, Shahid Beheshti, Kharazmi) as participants and among them, 11 persons agreed to be interviewed. Because the necessity of gaining the view of the related employers for determining learning outcomes, 5 employers who worked in the related fields of education and educational administration also been interviewed. At the end, the proposed framework of curriculum for the master of educational administration based on the expected learning outcomes (that includes four general aspects of educational- academic, organizational- managerial, social- cultural, and humanity) was drawn.

Competences were a series of key professional and personal skill, which was crucial for the successful actives of the profession. The purpose of this qualitative study was to examine professional competencies of university teacher in order to develop conceptual framework professional competencies of university teacher. The participants of the study consisted of 26 faculty members from the University of Isfahan at the academic year of 2017-2018, who were selected via the targeted sampling method. Sample selection continued until theoretical saturation. Data were collected via the semi-structured interviewing technique. For data analysis, interpretive analysis method has been used. The results of this paper indicate that five key competences of faculty include, general, educational, research, specialist competence, and Professional ethics. General competences include psychological, individual and attitudinal characteristics. Educational competences include teaching skills, management of classroom, implying the principles of pedagogy and identifying audiences,specialist competence include mastery in dimensions of specialized knowledge, research competences include performance of research, production and dissemination of scientific works and professional ethics includes communicational skills, professional ethics in education, professional ethics in research, and commitment to students.

In this study, we try to investigate the structural relationship of faculty-student interaction and faculty’s active teaching method with development of students’ competencies by mediating the knowledge acquisition among the students of Semnan University. Present study is a practical research on the basis of purpose and is a type of descriptive-correlative studies on the basis of data collection method. Statistical population of the study included all the undergraduates and masters of Semnan University (10950 people) that 266 students (183 undergraduates and 83 masters) were selected as study sample using stratified sampling method. All of them completed the scales of faculty-student interaction, faculty’s active teaching method, knowledge acquisition and development of students’ competencies. The findings showed that there is a positive and significant relationship between faculty-student interactions, faculty’s active teaching method, and knowledge acquisition with development of students’ competencies. Faculty-student interaction has a direct and significant effect on development of students’ competencies. Also, faculty-student interaction with mediating the knowledge acquisition has an indirect and significant effect on development of students’ competencies. Faculty’s active teaching method has a direct and significant effect on development of students’ competencies. Faculty’s active teaching method with mediating the knowledge acquisition has an indirect and significant effect on development of students’ competencies. The results of this study indicated the importance of paying attention to the teaching method, how to interact with the student and knowledge acquisition in increasing the students’ competencies.

ICT has greatly affected the various dimensions of human life in recent years, and its use in various areas of life can help improve the quality of life. With the development of information technology and the influence of telecommunications, the tools and methods of education have also been transformed. The evolution of these tools is that a person can study using available facilities. As a result, e-learning has grown rapidly and has become one of the most popular educational methods, and its use has improved the quality of education. In this article we mention the development and advancement of new technologies such as cloud computing, Internet of Things, big data, responsive design and wearable technology, and their unparalleled role in e-learning. In addition, the challenges ahead in e-learning have been studied. Education in the world today is considered as an influential and influential industry; in 2016, the world's income from inhuman and web-based education was $ 51.5 billion, with Asia's share of $ 11.5 billion and the share of Western Asian countries $ 560 million. Therefore, attention and utilization of new concepts and new technologies in this field is indispensable and inevitable.